061 

470 


Elementary 
Industrial    vSchool 


Cleveland   Public   Schools 


TKe    Board    of    Education 
1910 


ELEMENTARY   INDUSTRIAL   SCHOOL 

REPORT    OF    PLANS,  COURSE    OF    STUDY 
AND    A    BRIEF   SUMMARY    OF    RESULTS 


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CLEVELAND   PUBLIC   SCHOOLS 
THE  ELEMENTARY  INDUSTRIAL  SCHOOL 

Mr.  William  H.  Elson, 

Superintendent  of  Schools, 

Cleveland,  Ohio. 
Dear  Sir, — 

In  compliance  with  your  request,  I  have  examined  the  aims, 
methods,  and  results  of  the  Elementary  Industrial  School,  and  beg 
leave  to  make  the  following  report. 

Respectfully  submitted, 

William  N.  Hailmann,  Ph.  D., 

Normal  School,  Cleveland,  Ohio. 

In  his  report  for  1908,  the  Commissioner  of  Education  establishes 
the  fact  that  current  school  systems  confine  themselves  almost 
wholly  to  preparation  for  professional  life ;  that  even  where  they 
have  consented  to  consider  the  claims  of  commerce  and  of  certain 
technical  pursuits,  the  aim  lies  toward  quasi-professional  superiority 
in  these  matters,  toward  preparation  for  positions  of  management 
and  control,  and  that  neither  in  the  elementary  schools  nor  else- 
where do  the  trades  and  the  industrial  life  of  the  people  receive  ade- 
quate attention. 

The  Elementary  Industrial  School  of  Cleveland  represents,  on 
the  one  hand,  an  effort  to  correct  this  short-coming,  to  meet  chang- 
ing conditions  in  the  economic  life  of  the  day  with  its  growing  de- 
mand for  efficiency  in  industrial  pursuits,  and,  perchance,  eventu- 
ally to  make  industrial  training  during  the  later  years  of  elementary 
school  life  an  integral  part  of  the  school  system. 

On  the  other  hand,  this  school  rests  upon  the  recognition  of 
the  fact  that  very  many  of  the  failures  of  children  in  the  work  of 
the  schools  are  due,  not  to  lack  of  ability  on  the  children's  part,  but 
to  the  failure  to  consider  the  needs  of  hand-minded  or  practical- 
minded  children  on  the  part  of  current  systems  in  their  one-sided 
attention  to  the  language-minded  and  imaginative,  in  their  reliance 
upon  the  imagery  of  words  and  abstractions,  rather  than  upon  the 
actualities  of  concrete  life,  both  in  learning  and  doing. 

A  recent  study  of  the  school  life  of  a  number  of  eminent  engi- 
neers and  lawyers  by  Dr.  Kent  of  Columbia  University  adds  great 
significance  to  this  phase  of  the  work.  Dr.  Kent  finds  that  the 
engineers,  when  at  school,  showed  a  high  percentage  of  exceptional 
strength  in  science  and  arithmetic  and  a  correspondingly  high  per- 
centage of  exceptional  weakness  in  literature,  whereas  the  reverse 
was  the  case  with  the  lawyers. 


2065650 


Learn  by  Doing 

Elsewhere  it  had  been  observed  that  hand-minded  children  who 
had  gained  in  their  classes  the  reputation  of  dullards  and  who  had 
themselves  lost  faith  in  their  powers,  were  restored  to  confidence 
and  learned  to  make  satisfactory  progress  even  in  previously  dis- 
tasteful subjects,  when  opportunity  came  to  them  to  exercise  their 
powers  in  matters  that  appealed  to  their  mental  constitution  and 
seemed  to  them  worth  while.  If  these  children  were  to  be  afforded 
an  opportunity  to  make  the  best  of  themselves,  they  must  be  ap- 
proached from  the  side  of  the  practical,  they  must  learn  by  doing 
and  in  order  to  do.  Thus  alone  could  they  be  led  to  the  "cultural," 
to  the  discovery  of  the  inestimable  value  of  knowledge,  of  science, 
of  art  and  even  to  the  pursuit  of  these  for  their  own  sake.  Thus, 
alone,  could  the  school  hope  to  place  them  into  full  possession  of 
their  human  inheritance,  to  reach  and  to  stir  into  fullest  self-active 
life  every  phase  of  their  mental  constitution. 

The  Opening  of  the  School 

As  a  first  step  in  the  attempt  to  meet  the  conditions  indicated, 
it  was  decided  to  open  in  the  fall  of  1909  an  elementary  industrial 
school  in  a  commodious  ten-room  building  connected  with  the 
Brownell  School,  a  central  location.  The  advantages  of  the  school 
were  extended  to  children  not  under  thirteen  years  of  age  and 
stranded  in  the  sixth  grade,  and  not  less  than  two  years  behind 
grade. 

The  principals  of  the  elementary  schools  were  requested  to  send 
a  given  number  of  girls  and  boys  who  in  their  judgment  would  be 
benefited  by  the  transfer.  The  consent  of  parents  was  obtained 
chiefly  on  the  plea  that  the  children  were  to  be  given  a  better  chance 
for  progress  and  promotion. 

In  this  way  a  school  for  ninety-three  boys  and  forty-three  girls 
was  organized  in  eight  classes,  five  for  the  boys  and  three  for  the 
girls.  The  school,  as  already  indicated,  was  not  to  be  a  mere  avoca- 
tional  or  trade  school.  Industrial  considerations  were,  indeed,  to 
lead  and  the  practical  tendencies  of  the  pupils  were  to  be  appealed 
to  and  emphasized  both  in  hand-work  and  in  academic  work.  They 
were  to  revel,  as  it  were,  in  practical  efficiency.  Yet,  at  the  same 
time,  no  effort  was  to  be  spared  to  touch  and  stir  the  deeper  springs 
of  personality,  of  manly  and  womanly  qualities  in  the  pupils,  to  lead 
them  to  an  appreciation  of  the  social  and  esthetic  value  of  work,  to 
spiritualize  their  growing  efficiency  with  elements  of  good  will  and 
joy. 

The  Course  of  Study  and  Time  Schedule 

The  course  is  planned  for  two  years,  and  the  school  is  now 
in  its  second  year.  The  school-day  extends  from  8:30  A.  M.  to 
3:15  P.  M.  It  is  divided  into  nine  periods,  one  of  which  is  assigned 
to  luncheon.  This  leaves  forty  periods  per  week  for  instruction  and 


practice.  One-half  of  these  are  devoted  to  academic  work  in  Eng- 
lish, mathematics,  geography,  history  and  hygiene  of  a  thoroughly 
practical  character.  The  other  half  is  devoted  to  industrial  work, 
domestic  economy  and  gymnasium  practice.  There  are  shower 
baths,  a  swimming  pool  and  an  auditorium  for  assembly  exercises — 
rhetorical,  musical,  streoscopic,  and  general.  The  classes  are  segre- 
gated and  no  attempt  is  made  to  give  classes  of  boys  and  girls  the 
same  treatment  in  any  subject. 

The  Course  for  Girls 

On  the  industrial  and  economic  side,  the  course  for  girls  in- 
cludes cooking,  laundering,  and  other  household  arts,  sewing  and 
garment-making,  millinery,  drawing  and  design,  and  applied  art. 
The  .care  of  the  sick-room  and  other  features  of  home  nursing  re- 
ceive attention ;  also  plumbing,  the  care  of  traps,  of  the  sink,  refrig- 
erator, bath-room,  etc.  Household  accounts  are  treated,  cost  of 
food,  fuel,  service,  rent,  typical  family  budgets.  Class  visits  are 
made  to  markets  and  house-furnishing  establishments,  to  factories 
and  shops. 

A  room  has  been  set  aside  which  serves  consecutively  as  liv- 
ing-room, dining-room,  bed-room,  sick-room.  In  the  furnishing  of 
this  the  boys  and  girls  co-operate ;  its  subsequent  management  is  in 
the  hands  of  the  girls. 

The  Course  for  Boys 

The  industrial  course  for  boys  includes  mechanical  and  free- 
hand drawing,  wood-work,  pattern-making,  design  and  craft. 
Throughout,  the  work  is  closely  related  to  corresponding  industrial 
pursuits.  In  woodwork,  problems  are  given  presenting  the  system- 
atic use  of  tools  and  general  principals  of  construction.  Simple 
projects  are  made  with  reference  to  use  and  beauty,  and  correlated 
with  this  is  the  work  in  metal,  mechanical  and  free-hand  drawing. 
Commercial  problems  are  offered  in  appliances  for  school  garden, 
window  boxes,  bulletin  boards,  frames  for  school  rooms,  etc.  House- 
furnishing  receives  consideration  in  conjunction  with. the  work  of 
the  girls  in  their  model  room,  as  well  as  in  connection  with  indi- 
vidual needs.  Fundamental  problems  in  building  construction  are 
solved  in  miniature  to  be  later  applied,  it  is  hoped,  in  actual  work. 
Metal  fittings  for  woodwork,  stains,  paints  and  finishes  are  studied 
and  applied.  Class  visits  are  made  for  definite  purposes  to  shops 
and  drafting  rooms,  to  buildings  in  process  of  construction,  paint 
manufacturers,  etc.  Stress  is  placed  upon  business  methods,  time- 
card,  expense  and  checking  system,  measuring,  estimating  cost,  bills, 
letters,  materials  and  contracts. 

The  Effect  Upon  Pupils 

The  effect  of  the  new  work  upon  the  pupils  is  full  of  encourage- 
ment. Under  the  stimulus  of  kindly  and  consistent  discipline,  and 


of  faith  in  their  ability  on  the  part  of  their  teachers,  and  under  the 
influence  of  work  in  both  departments  of  the  school,  that  dealt  with 
directly  intelligible  problems  and  appealed  to  tangible  interests,  the 
children  soon  found  themselves,  discovered  that  they  possessed 
abilities  heretofore  doubted,  detected  in  their  academic  studies 
values  bearing  upon  their  immediate  interests  and  turned  to  these 
studies  with  feelings  of  good  will  heretofore  foreign  to  them.  As 
they  gained  in  confidence,  they  gained  in  poise.  With  increasing 
self-respect,  there  came  to  them  increasing  respect  for  the  school 
and  its  work.  With  growing  recognition  of  their  social  value  and 
efficiency,  they  gained  in  individual  self-assertion  coupled  with  a 
deepening  sense  of  responsibility. 

Pupils  Gain  in  Academic  Studies 

Significant  is  the  gain  of  the  pupils  in  their  academic  work.  In- 
difference yielded  to  intelligent  interest ;  discouragement  and  apathy 
in  the  presence  of  difficulty  to  determined  persistence  and  the  fervor 
of  achievement.  Parents  who  came  to  visit  the  school  expressed 
themselves  as  much  pleased,  praised  the  growing  interest  and  ability 
of  their  children  in  academic  as  well  as  economic  subjects,  seemed 
to  enjoy  the  new  sensation  of  pride  in  the  work  and  progress  of 
their  children. 

A  concomitant  result  of  this  growing  appreciation  of  the  value 
of  the  school  is  found  in  the  steady  increase  in  regularity  of  attend- 
ance. The  significance  of  this  gain  is  enhanced  when  it  is  remem- 
bered that  many  of  the  pupils  come  from  great  distances  involving 
trolley  trips  of  from  six  to  seven  miles  each  way  and,  on  the  part 
of  some  of  them,  daily  walks  of  three  or  four  miles  to  and  from 
school. 

A  lingering  prejudice,  due  to  misapprehension  of  the  import  of 
the  school,  that  membership  in  its  classes  implied  dullness,  has  been 
overcome  so  completely  that  the  opening  of  the  second  year  brought 
a  number  of  voluntary  applications  from  "bright"  children.  More- 
over, a  number  of  the  pupils,  some  of  whom  had  lost  interest  in 
school  education,  are  now  eager  to  prepare  for  entrance  in  the  Tech- 
nical High  School. 


OPINIONS  OF  PUPILS 
Reports  from  Girls 

A  second-year  class  of  twenty-seven  girls  was  requested  by  the 
writer  of  this  sketch  to  state  freely  in  a  letter  addressed  to  him  and 
closed  without  revision  by  the  teacher,  what  benefit,  if  any,  they 
had  derived  from  transfer  to  the  school  and  what  were  their  favorite 
subjects  of  work  and  study. 

The  following  extracts  from  the  letters  received  will  indicate 
the  spirit  of  their  answers  with  reference  to  the  first  point: 

"Arithmetic  and  geography  I  never  could  understand  in  grade 
school,  but  since  I  have  come  here  I  am  interested."  "I  like  the 
school  because  the  teachers  teach  the  studies  we  most  need,  espe- 
cially the  boys  and  girls  who  want  to  earn  their  own  living."  "I 
find  that  I  have  improved  in  the  subject  which  seemed  to  halt 
my  progress  in  school.  This  subject  was  arithmetic,  and  I  am 
grateful  to  the  teacher  and  the  school  for  their  help."  "The  school 
work  is  told  so  interestingly  that  we  can  use  it  out  of  school."  "I 
like  the  school  because  it  has  helped  me  to  get  good  marks  in 
school  and  be  good  to  home  folks."  "The  school  has  taught  me  to 
be  more  useful  in  the  home  and  to  be  neater  in  my  work  than  I 
used  to  be."  "I  hope  this  school  will  help  me  more  every  day,  so 
that  I  may  be  more  useful  when  I  grow  older."  "Here  we  learn 
how  to  sew  and  cook,  and  we  learn  arithmetic  and  geography  that 
we  will  use  out  in  life."  "Our  arithmetic  and  other  studies  are 
given  us  in  a  way  that  will  help  us  when  we  are  grown  up."  "This 
school  has  helped  me  to  wish  to  be  helpful  to  others,  and  it  has 
taught  me  work  that,  when  I  am  home,  I  can  help  my  mother." 
"The  teachers  here  speak  to  us  like  grown-up  sisters.  They  tell 
us  what  we  should  do  in  a  way  that  makes  us  feel  at  home."  "I 
enjoy  coming  here,  because  the  lessons  are  more  business-like." 
"Since  I  came  here  I  have  learned  more  than  in  the  seven  years 
at  grade  school,  especially  in  arithmetic."  "I  like  this  school  be- 
cause I  never  could  have  learned  anything  and  I  am  more  use  in  the 
world.  I  learned  how  to  be  a  lady."  "Out  in  the  grade  school 
I  felt  as  if  I  just  wanted  to  stop,  but  here  the  work  is  so  interest- 
ing that  I  don't  like  to  leave  it."  "The  school  has  helped  me  in 
what  I  needed  most,  obedience  and  behavior." 

Cooking  and  sewing  were  mentioned  as  favorite  subjects  by 
twenty-one ;  gymnasium  practice  and  swimming  by  eight ;  geog- 
raphy by  six;  arithmetic  by  ten;  English  by  nine;  drawing  by  five. 
Six  of  the  girls  are  looking  forward  with  eager  interest  to  the 
millinery  of  the  second-year  course. 

Reports  from  Boys 

Letters  similarly  obtained  from  a  class  of  thirty-seven  boys. 
yield  the  following  more  or  less  significant  extracts: 


"The  lessons  were  so  interesting  that  I  felt  as  if  I  was  taking 
a  new  hold  in  life."  "I  am  more  business-like  than  I  was  before, 
and  can  do  my  work  much  better."  "Mechanical  drawing  I  like  best, 
because  you  have  to  be  neat  and  accurate."  "It  has  taught  me  what 
an  education  means  in  life."  "We  do  not  sit  in  one  room  all  the 
time  and  have  the  privilege  of  changing  classes."  "The  school  has 
made  me  be  more  of  a  man;  it  has  made  me  have  more  self-respect 
and  responsibility."  "I  like  the  shop-work  because  it  gives  me  some- 
thing to  do  with  my  hands."  "The  six  hours  in  this  school  pass 
quicker  than  the  five  hours  in  the  other  school."  "It  makes  me  more 
respectful,  and  the  work  is  more  of  the  kind  I  like."  "If  the  indus- 
trial school  continues  to  be  used  to  make  men  of  boys,  it  will  soon 
be  of  great  value."  "In  making  things  at  home  I  have  more  con- 
fidence in  myself."  "It  has  learned  me  to  have  better  manners  and 
to  do  better  arithmetic  and  lots  of  other  things."  "The  work  I  like 
best  is  arithmetic,  because  I  did  not  know  any  at  all  before  I  came 
here."  "I  learned  to  be  more  obedient  and  my  parents  say :  'You 
seem  to  be  learning  more  now  than  you  used  to  learn.'  "  "The  school 
has  made  a  man  of  me."  "The  school  has  helped  me  to  think  and  to 
get  my  work  more  easily."  "Shop-work  and  drawing  I  like  best, 
because  they  teach  me.  to  be  accurate."  "I  like  it  because  it  is  the 
line  of  work  I  will  follow."  (Several  boys  express  this  thought ; 
others  see  in  the  work  good  preparation  for  the  Technical  High 
School,  and  one  of  these  for  subsequent  attendance  upon  a  course 
in  scientific  farming  at  the  O.  S.  U.)  "It  has  not  only  helped  me 
in  learning  a  trade,  but  to  get  along  better  in  my  other  studies." 
"It  has  taught  me  to  like  school.  I  like  all  the  work  we  have." 

Among  favorite  subjects,  mechanical  drawing  is  mentioned  by 
twenty-six,  woodwork  by  eighteen  of  the  boys.  Seven  boys  praise 
the  fact  that  they  do  not  have  to  sit  in  one  room  all  day.  One  boy 
criticizes  "the  poor  location"  of  the  school,  but  is  otherwise  much 
pleased. 

Summary  of  Gains 

Clearly,  there  has  been  distinct  awakening  in  the  life  of  these 
children  under  the  stimulus  of  the  new  work.  There  are  evidences 
of  gain  in  sustained  interest  and  purposeful  effort  extending  even  to 
so-called  academic  work.  Stress  is  laid  by  the  children  on  their 
gain  in  general  interest,  on  the  practical  value  of  the  school,  on 
their  gain  in  obedience  and  "behavior,"  in  self-respect  and  confidence 
in  their  efficiency,  a  conviction  that  they  amount  to  something.  A 
few  attribute  this  to  the  industrial  and  economic  features  of  the 
work ;  others  to  the  helpful  attitude  of  the  teachers ;  still  others  to 
the  departmental  organization  of  the  school  which  does  away  with 
the  feeling  of  constraint  in  being  confined  in  one  room  "the  whole 
day,"  and  gives  opportunity  for  the  mental  relief  that  comes  from 
change  of  environment.  Evidently  the  feeling  of  dawning  manhood 
and  womanhood  with  its  "sweet  responsibilities"  has  come  to  these 
children.  They  have  tasted  the  proud  privilege  of  self-education. 
Their  school  is  to  them  no  longer  a  fancied  preparation  for  life,  but 
has  every  ear-mark  of  actual  life. 


Interviews  with  teachers  who  guided  the  work  corroborate  the 
statements  of  these  children.  The  testimony  of  these  teachers  in- 
dicates that  the  change  in  the  attitude  of  the  pupils  towards  school, 
including  its  academic  work,  was  due  in  a  large  measure  to  the 
prominence  given  to  industrial  and  economic  work.  This  appealed 
to  the  practical  interests  and  productive  tendencies  of  the  pupils, 
made  the  school  worth  while  to  them,  "Kept  them  at  school,"  as 
one  of  the  teachers  expresses  it,  "and  gave  us  a  chance  to  keep  at 
them."  Moreover,  the  academic  work  itself  was  approached  pri- 
marily at  points  of  contact  with  industrial  and  economic  problems. 
This  enabled  the  pupils  to  appreciate  its  value  and  its  need  in  the 
achievement  of  their  expanding  ideals.  To  this  must  be  added  the 
strong  individual  interest  of  the  teachers  in  the  children,  studying 
them  continuously  and  respectfully  in  order  "to  get  at  them  from 
within,"  letting  them  feel  under  the  stimulus  of  unfailing  justice 
and  kindness  that  the  school  liked  them,  believed  in  them  and  in 
their  ability.  Without  doubt,  too,  the  effectiveness  of  this  individual 
interest  on  the  part  of  the  teachers  was  greatly  enhanced  by  the 
circumstance  that  the  classes  were  smaller  than  is  the  case  in  the 
current  graded  school. 

Children  Predominantly  Hand-minded 

The  success  of  the  experiment  does  not  imply  adverse  criticism 
of  the  work  of  the  teachers  in  the  ordinary  school  with  its  domi- 
nating attention  to  language,  literature  and  history.  Nor  does  it 
imply  that  these  and  other  so-called  cultural  subjects  of  interest 
should  receive  less  attention.  Language  and  its  offspring,  history 
and  literature,  constitute,  indeed,  the  highest  possessions  of  man. 
Yet,  his  control  of  nature  and  life,  as  well  as  the  dawn  of  reason 
and  sentiment  and  the  very  birth  of  language  are  primarily  con- 
nected with  the  use  of  his  hands  and  their  re-inforcement  by  tools. 
Even  today,  humanity  as  a  whole  depends  for  the  continuance  and 
increase  of  this  control  upon  tool-using  activities  to  which  the  great 
majority  of  human  beings  must  devote  their  energies.  Thus  it 
happens  that,  under  the  joint  influence  of  heredity  and  environment, 
the  children  born  to  humanity  are  primarily,  if  not  predominantly, 
hand-minded. 

In  the  family,  the  kindergarten  and  the  primary  school  this  is 
more  or  less  intelligently  recognized.  Their  hand-work  remains, 
however,  confined  largely  to  the  symbolism  of  play  and  rarely 
touches  industrial  and  other  economic  utility.  Later  on,  and  more 
especially  in  the  grammar  school,  this  work  is  abandoned  and  the 
manual  training  that  takes  its  place  is  so  limited  in  scope,  so  wholly 
divorced  from  the  bulk  of  the  class-work  and  so  incidental  that  it 
fails  to  meet  the  needs  of  the  eminently  hand-minded  pupils.  Hence 
the  perfunctoriness,  the  slow  progress,  the  lack  of  ability  to  retain 
and  apply  on  the  part  of  these  pupils.  Hence,  too,  at  times,  the 
irritability  and  apathy  with  regard  to  the  progress  of  these  on  the 
part  of  teachers. 


In  a  large  measure  the  very  history  of  the  school  accounts  for 
this.  The  school  was  born  among  and  for  the  language-minded. 
Intellectual  and  physical  culture — not  manual  and  economic  skill- 
was  its  aim.  The  industrial  worker  was  excluded  from  it;  had  no 
leisure,  no  schole,  for  it ;  had  no  time  to  engage  in  its  play  or  ludus. 
And  this  one-sidedness  still  clings  to  the  school,  is  hard  to  eradi- 
cate, in  its  appeal  to  the  imagery  of  words  and  abstractions,  its 
indifference  for  the  concrete  actualities  of  life.  Even  science  occu- 
pies a  minor  place  in  its  esteem ;  nature  study  still  is  at  a  discount ; 
and  with  many  the  manual  training,  brought  in  by  pressure  from 
without,  is  a  thing  to  be  endured  rather  than  encouraged. 

We  need,  indeed,  for  professional  and  cultural  ends  all  the 
school  holds  high  in  its  traditions ;  but,  in  addition  to  these  things 
or,  perchance,  in  the  place  of  certain  phases  of  them,  we  need  for 
the  hand-minded  contingent  which  is  destined  or  preparing  to  deal 
with  the  industrial  and  commercial  needs  of  humanity  and  with 
the  progressive  conquest  and  control  of  nature's  forces,  for  these 
we  need  opportunity  and  guidance  in  the  development  of  construc- 
tive, inventive  and  creative  skill  and  genius  in  the  fields  of  activity 
in  which  alone  the  best  of  themselves  can  become  available. 

Under  the  pressure  of 'modern  educational  ideals,  based  largely 
upon  the  recognition  of  this  demand,  the  needs  of  both  these  mental 
tendencies  are  fairly  well  met  up  to  the  age  of  twelve  or  thirteen 
and  to  an  extent  in  secondary  schools  and  colleges.  On  the  other 
hand,  much  remains  to  be  done  in  the  higher  grammar  grades  where 
distinctive  tendencies  assert  themselves  with  adolescent  vigor  and 
intensity.  Here  a  distinct  differentiation  is  indicated  in  the  courses 
placed  at  the  disposal  of  the  pupils.  This  need  not  involve  com- 
plete separation,  but,  rather,  a  shifting  parallelism  that  admits  of 
frequent  points  of  contact  in  the  domains  of  science  and  art,  of 
history  and  literature,  where  the  two  tendencies  find  opportunity 
and  incentive  to  respect  and  appreciate  each  other  and  themselves 
in  their  respective,  mutually  complementary,  superiorities. 


10 


COURSE  OF  STUDY 
First  Year,  Boys 

DRAWING 

Simple  Working  Drawing 

Freehand  Sketching — Representation  of  simple  objects, 
graphically  and  in  view-drawing. 

Working  Drawings — Simple  objects  illustrating  necessity 
for  and  arrangement  of  views.  Conventions  of  lines,  dimensions, 
sections,  etc.  Drawing  to  scale.  Application  in  working  draw- 
ings for  the  shop.  Subject  related  closely  to  industry  by  using 
much  illustration  material,  drawings,  blue-prints,  etc.,  and  by 
visits  to  shops  and  drafting  rooms. 

Practical  Outlook 

Work  as  mechanical  or  architectural  draftsmen. 

Simple  Lettering 

Plain  letters  and  figures  used  in  mechanical  and  architec- 
tural drawing. 

Application  in  connection  with  working  drawings  and 
sketches  in  the  shop. 

Composition  in  Lettering 

Types  of  letters  used  in  reference  to  artistic  effect  in  spac- 
ing and  in  relation  to  margins  and  space  to  be  filled.  Tail 
pieces,  line  finishings,  initials,  illuminating,  monograms. 

Application  in  titles,  title  pages,  book  covers,  bulletins,  ad- 
vertisements, business  cards,  etc. 

Illustrative    material,    visits    to    printing    office,    etc. 

Practical  Outlook 

Sign,  bulletin  and  placard  painting  as  a  trade. 

Design 

For  the  development  of  the  sense  of  outline,  form  and  pro- 
portion. 

Application  in  wood  and  metal  work. 

Simple  Metal  Work 

Design  applied  in  simple  objects  in  copper,  brass  and  other 
soft  metals,  particularly  fittings  for  wood  workbox  corners, 
hinges,  escutcheons,  catches,  drawer  and  door  bolts,  plates,  sur- 
face decorations,  etc. 

11 


WOODWORK 

Preliminary  Problems 

Problems  presenting  systematic  use  of  tools  and  general 
principles  of  construction,  involved  in  simple  projects  of  use 
and  beauty,  applying  art  principles  of  form  and  color,  and  cor- 
relating with  metal  work,  mechanical  and  free-hand  drawing. 


Commercial  Problems 

Problems  of  commercial  value,  such  as  appliances  for  school 
gardens,  window  boxes,  bulletin  boards  and  frames  for  school 
rooms,  etc..  etc.,  otherwise  made  at  the  repair  shop. 

Finishes 

Stains,  paints  and  finishes  studied  and  applied  in  various 
wood  working  projects. 

Business  Methods 

Time  card,  expense  and  checking  system,  measuring,  esti- 
mating, costs,  bills,  letters,  materials,  contracts,  etc.,  etc.,  cor- 
relating with  English.  Geography-History  and  Mathematics,  in 
both  first  and  second  years. 


First  Year,  Girls 
HOUSEHOLD   ARTS 


Aim 


The  training  of  pupils  in  the  subjects  which  pertain  to  life 
in  the  home. 

Cookery 

Cooking  of  types  of  vegetables,  cereals,  the  various  cuts  of 
meat,  flour  mixtures,  instruction  in  the  principles  underlying 
the  work,  preparation  and  serving  of  meals,  practice  in  writing 
menus,  care  of  the  kitchen  and  dining  room. 

Sanitation 

Plumbing,  cleaning  of  traps,  care  of  the  sink,  refrigerator 
and  bath  room. 

• 

Laundry 

Washing  of  dish  towels  and  table  linen. 

Sewing 

Care  and  use  of  machines.  Making  of  uniform  for  house- 
hold science,  sewing  bag,  mending,  hemming  table  linen,  corset 
cover,  shirt  waist  suit. 

12 


Art 

Designs  for  table  linen,  wall  paper,  rugs,  draperies,  dishes, 
beauty  in  form  of  dishes  and  cooking  utensils  and  fitness  for 
use,  lettering,  title  pages  of  note  books,  illustrations  for  note 
books,  suitable  pictures  for  the  home. 

Lettering  for  making  articles  made  in  sewing,  textile  de- 
signs, fitness  of  articles  for  their  use,  suitable  designs  for  em- 
broidery, pictures  of  beautiful  costumes. 

Household  Accounts 

Cost  of  food  in  the  lessons.  Cost  of  meals  which  are  pre- 
pared. Cost  per  capita  per  day.  Cost  of  furnishings,  textiles, 
clothing. 

Museum 

Textiles  and  materials  from  which  they  are  made,  pictures 
of  looms,  spinning  wheels. 

Class  Visits 

Markets,  stores,  factories  and  shops. 

Correlation 

All  of  the  work  is  correlated  with  English,  Geography-His- 
tory and  Mathematics,  in  both  first  and  second  years. 


Second  Year,  Boys 

FIRST  TERM 

Work  as  outlined  for  the  first  year  continued. 

SECOND  AND  THIRD  TERMS 

Full  time  for  industrial  work  (about  eighteen  three-quarter  hour 
periods  each  week)  may  be  devoted  to  specialization  in  one  of  the 
following  subjects: 

Mechanical   Drawing. 
Printing. 
Cabinet  Making. 
Pattern   Making. 
Building  Construction. 

Class  Visits 

After  class  talks  and  discussions,  visits  to  draughting  rooms, 
buildings  in  the  process  of  construction  and  finish,  to  cabinet 
shops,  paint  manufactories,  printing  offices,  pattern  shops,  etc. 

13 


Second  Year,  Girls 

HOUSEHOLD   ARTS 

Cookery 

Preservation  of  food :  canning  of  peaches,  pears,  tomatoes, 
jelly,  sterilization.  Preparation  of  such  combinations  of  food  as 
could  be  used  for  a  meal. 

Soups,  bread,  salads,  simple  desserts,  preparation  and  serv- 
ing of  meals,  infant  feeding,  invalid  cookery.  Practice  in  writ- 
ing menus. 

Sanitation 

Review  of  first  year  work. 
Laundry 

Hard  and  soft  water,  action  of  alkalies,  making  of  soap, 
preparation  of  starch,  removal  of  stains,  washing  and  ironing 
of  various  textiles. 

Home  Nursing 

Making  a  bed,  care  of  sick  room,  simple  treatment  of  cuts 
and  burns. 

Sewing 

Making  of  drawers,  nightgowns,  dress  of  wash  materials. 
Emphasis  is  placed  upon  increase  in  speed. 

Art 

Household  decoration  and  furnishing.  Colors  and  materials 
suitable  for  the  various  rooms  and  uses  in  a  home.  Study  of 
the  principles  underlying  artistic  construction  in  dress.  Study 
of  historic  examples  of  dress. 

Mechanical  Drawing 

Working  drawing  for  anything  needed  for  the  kitchen  such 
as  table,  drain  board  for  sink,  shelf  or  drawer  for  pantry,  ac- 
curate measurements  for  windows  for  window  fixtures,  draw- 
ing to  scale  of  windows. 

Household  Accounts 

Cost  of  food,  fuel,  service,  rent.     Typical  family  budgets. 

Class  Visits 

Markets  and  house  furnishing  shops. 

Economic  Value 

The  use  which  the  woman  makes  of  money  in  the  home  is 
of  equal  importance  to  the  acquiring  of  the  money.  "It  is  the 
present  duty  of  the  economist  to  magnify  the  office  of  the 
wealth  expender,  to  accompany  her  to  the  very  threshold  of 
the  home,  that  he  may  point  ont  its  woeful  defects,  its  emptiness, 
caused  not  so  much  by  lack  of  income  as  by  lack  of  knowledge 
of  how  to  spend  wisely." 

14 


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